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Alabama Department of Postsecondary Education Representing Alabama’s Public Two-Year College System ABR 266 Aluminum Welding in Collision Repair Plan of Instruction Effective Date: 2005 Version Number: 2005-1 This course may be taught in its entirety in career/technical education degree programs, non-degree programs, and Training for Business and Industry programs. Individual instructional modules may be taught in customized training, adult education work-based project learner activities, and short-term training. COURSE DESCRIPTION This course covers the principles and techniques of aluminum GMA (MIG) welding. Students learn to set up and tune a welding machine, address safety issues, perform proper welding techniques, prepare metal surfaces, and identify and correct weld defects. This course supports CIP code 47.0603. CREDIT HOURS (applicable if entire course is taught in a career/technical education degree or non- degree program) Theory Lab Total 1 credit hour 2 credit hours 3 credit hours NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab hours as manipulative (3:1 contact to credit hour ratio) or experimental (2:1 contact to credit hour ratio). PREREQUISITE COURSES Determined by college unless stated otherwise CO-REQUISITE COURSES Determined by college unless stated otherwise Alabama College System Copyright© 2004 All rights reserved MIG Welding in Collision Repair ABR 266 INSTRUCTIONAL NOTE: Foundational academic skills in Math such as integers, percents, ratio and proportions, metric system and linear equations; and Technical Writing such as research, organization, composition, documentation, and report presentation are used throughout this discipline. INDUSTRY/PROFESSIONAL COMPETENCIES Select appropriate equipment and supplies for performing aluminum welds. Prepare aluminum alloys for welding. Perform the I-CAR automotive Aluminum GMA (MIG) Welding Qualification Test. GENERAL INSTRUCTIONAL OBJECTIVES The cognitive objective of this course is for each student to comprehend foundational knowledge of automotive MIG welding in collision repair. The performance objective of this course is for each student to apply foundational knowledge of automotive MIG welding in collision repair encountered in a classroom simulated industrial environment. Alabama College System Copyright© 2004 All rights reserved 2 MIG Welding in Collision Repair ABR 266 INDUSTRY/PROFESSIONAL COMPETENCIES-STUDENT PERFORMANCE Unless otherwise indicated, evaluation of student’s attainment of cognitive and performance objectives is based on knowledge gained from this course. During performance evaluations, students will be provided necessary tools, equipment, materials, specifications, and any other resources necessary to accomplish the task. Specifications may be in the form of, but not limited to, manufacturer’s specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab assignments, or any combination of specifications. MODULE A – EQUIPMENT REQUIREMENTS INDUSTRY/PROFESSIONAL STUDENT PERFORMANCE OBJECTIVES COMPETENCIES A1.1 Demonstrate knowledge of the principles of A1.0 Select appropriate equipment aluminum vs. steel; distinguish between aluminum and supplies for performing and steel. aluminum welds. (2b) A1.2 Identify and apply short-circuit, spray, and pulse spray-arc transfers. A1.3 Identify and select proper electrode wires. A1.4 Identify, prepare, and properly use spool gun, push-pull feeder, and push-feeder wire feed systems. A1.5 Apply principles of shielding gas. A1.6 Prepare and properly use a welding gun. A1.7 Convert a GMA (MIG) welder for aluminum. ENABLING OBJECTIVES A1.1.1 Identify aluminum automotive panels. A1.1.2 Differentiate between aluminum and steel panels. A1.1.3 Compare and contrast welding aluminum vs. steel. A1.2.1 Describe short-circuit, spray, and pulse spray-arc transfer modes. A1.2.2 Explain the process of applying short-circuit, spray, and pulse spray-arc transfers. A1.3.1 Describe electrode wires. A1.3.2 List electrode wire classifications. A1.3.3 Identify electrode wire diameters. A1.3.4 Determine electrode wire condition. Alabama College System Copyright© 2004 All rights reserved KSA Indicator a C c a c a a a C 3 MIG Welding in Collision Repair ABR 266 A1.4.1 Identify the components of spool gun, push-pull feeder, and push-feeder wire feed systems. A1.4.2 Explain the use of spool gun, push-pull feeder, and push-feeder wire feed systems. A1.5.1 Define shielding gas. A1.5.2 Explain the use of a flow meter. A1.5.3 Explain the use of shielding gas. A1.6.1 Identify the components of a welding gun. A1.6.2 Identify the attachments for a welding gun. A1.6.3 Explain the use of a welding gun. A1.6.4 Determine appropriate attachment for selected welding task. A1.7.1 Identify components of a GMA (MIG) welder. A1.7.2 Explain the conversion of a GMA (MIG) welder for use on aluminum. a c a c c a a c c a c MODULE B – PREPARATION AND VARIABLES INDUSTRY/PROFESSIONAL COMPETENCIES B1.0 Prepare aluminum alloys for welding. (2b) STUDENT PERFORMANCE OBJECTIVES B1.1 Apply surface preparation principles involving aluminum oxide, disc sander precautions, and stainless steel brushes. B1.2 Identify and adjust for reverse polarity, nozzle-toworkpiece distance, gun angle, travel speed, and amperage/voltage process variables. B1.3 Apply welding techniques such as tuning the welder, push technique, tailing in, V-groove welding, varying travel speed, using dye penetrants, and destructive testing. B1.4 Properly avoid craters, cracks, and suck-back. B1.5 Correct for cold starting, heat problems, run-on and run-off tabs. KSA ENABLING OBJECTIVES Indicator B1.1.1 Define and describe characteristics of aluminum oxide. B1.1.2 Identify disc sander precautions. B1.1.3 Select proper sanding disc for task. B1.1.3 Explain the use of a stainless steel brush to prepare aluminum surfaces. B1.2.1 Explain the principle of reverse polarity in aluminum welding. B1.2.2 Explain how to change polarity on a welding machine. B1.2.3 Describe proper nozzle-to-workplace distance, gun angle, travel speed, and amperage/voltage. B1.3.1 Explain proper tuning of a welder for thickness of aluminum to be welded. B1.3.2 Explain proper push techniques. B1.3.3 Explain the procedures for tailing in, V-grove welding, use of dye penetrates, and destructive testing. Alabama College System Copyright© 2004 All rights reserved a a a c C c c c c c 4 MIG Welding in Collision Repair ABR 266 B1.4.1 Identify craters, cracks, and suck-back. B1.4.2 Explain how to avoid craters, cracks, and suck-back. B1.5.1 Explain how to correct for cold starting and heat problems. B1.5.2 Explain the proper precautions for heat control. a c c c MODULE C – I-CAR AUTOMOTIVE ALUMINUM GMA (MIG) WELDING QUALIFICATIONS TEST INDUSTRY/PROFESSIONAL STUDENT PERFORMANCE OBJECTIVES COMPETENCIES C1.1 Perform butt joint with backing weld. C1.0 Perform the I-CAR automotive Aluminum GMA (MIG) Welding C1.2 Perform fillet weld on lap joint. Qualification Test. (2b) C1.3 Perform plug weld on lap joint. ENABLING OBJECTIVES *See I-CAR Qualification Test Materials Alabama College System Copyright© 2004 All rights reserved KSA Indicator c 5 MIG Welding in Collision Repair ABR 266 COURSE CONTENT OUTLINE MODULE A – Equipment Requirements Aluminum vs. Steel Transfer Methods Electrode Wire Wire Feed Systems Shielding Gas Welding Gun Converting a GMA (MIG) Welder MODULE B – Preparation and Variables Surface Preparation Process Variables Welding Technique MODULE C – I-CAR Automotive Aluminum GMA (MIG) Welding Qualification Tests Test Parameters Butt Joint with Backing Weld Fillet Weld on Lap Joint Plug Weld on Lap Joint Alabama College System Copyright© 2004 All rights reserved 6 MIG Welding in Collision Repair ABR 266 RECOMMENDED METHODS OF EVALUATION: The tables of specifications below identify the number of cognitive (knowledge) enabling objectives and psychomotor (performance) objectives per module. Instructors should develop sufficient numbers of evaluation items to ensure complete coverage of each cognitive and/or psychomotor objective as identified in each module. For cognitive objectives, use appropriate written test items based on the complexity indicator for each objective. For psychomotor objectives, create comprehensive checklist evaluations. Facts/Nomenclature (A/a): Multiple Choice, Fill-in, List, Matching, Alternative Response (true/false or yes/no) Principles/Procedures (B/b): Multiple Choice, Fill-in, List, Short Answer Analysis/Operating Principles (C/c): Multiple Choice, Short Answer, Essay Evaluation/Complete Theory (D/d): Multiple Choice, Short Answer, Essay ENABLING OBJECTIVES TABLE OF SPECIFICATIONS Cognitive Domain Module A Module B Module C Total Facts/ Nomenclature Principles/ Procedures 10 4 14 4 Analysis/ Operating Principles 10 10 20 Evaluation/ Complete Theory 0 Total 20 14 0 34 STUDENT PERFORMANCE OBJECTIVES TABLE OF SPECIFICATIONS Psychomotor Domain Module A Module B Module C Total Limited Proficiency (Level 1) 0 Partially Proficient (Level 2) 0 Proficient (Level 3) 7 5 3 15 Alabama College System Copyright© 2004 All rights reserved Highly Proficient (Level 4) 0 Total 7 5 3 15 7 MIG Welding in Collision Repair ABR 266 Knowledge, Skills, and Abilities (KSA) Indicators Performance Ability Value 4 Key Word(s) Highly Proficient 3 Proficient 2 Knowledge Knowledge of Skills 1 d c Partially Proficient Limited Proficiency Complete Theory Operating Principles b Procedures a Nomenclature D Evaluation C Analysis B Principles A Facts Definition Can do the complete competency quickly and accurately. Can tell or show others how to do the competency. Can do all parts of the competency. Needs only a spot check of completed work Can do most parts of the competency. Needs help only on hardest parts. Can do simple parts of the competency. Needs to be told or shown how to do most of the competency. Can predict, isolate, and resolve problems about the competency Can identify why and when the competency must be done and why each step is needed. Can determine step-by-step procedures for doing the competency. Can name parts, tools, and simple facts about the competency. Can evaluate conditions and make proper decisions about the subject. Can analyze facts and principles and draw conclusions about the subject. Can identify relationship of basic facts and state general principles about the subject. Can identify basic facts and terms about the subject Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may be related to the competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles such as Ohm’s Law. A lower case letter indicates a level of “Knowledge of Skills.” Individuals are taught information pertaining to performing a competency. These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not required to perform the task-just know about the task. (Example: Can state or explain procedures for doing a task). Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency. Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can determine the correct procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure. NOTE: Codes indicate terminal values. Alabama College System Copyright© 2004 All rights reserved 8 MIG Welding in Collision Repair ABR 266 RECOMMENDED INSTRUCTIONAL METHODOLOGIES: The table below links the teaching methods and activities most effective for facilitating student achievement of learning outcomes published in this plan of instruction. Cognitive Level Goal For Students Teaching Methods Teaching Activities (Thinking) Knowledge Descriptive Verbs: Defines, Lists, States, Describes, Identifies Comprehension Descriptive Verbs: Describe, Explains, Summarizes Knows common terms, specific facts, methods, procedures, basic concepts, principles Understands facts and principles Interprets verbal material Interprets charts and graphs Lecture Computer-based Instruction Video Demonstration Informal Lecture Discussion Demonstration Participation Interactive Computer Based Instruction Translates verbal material to mathematical formulas Estimates future consequences Mnemonics Examples or Illustrations Repetition Summaries Reviews 1. Teach to the Knowledge Level 2. Explains and demonstrates concept, principle or procedure learned 3. Put students in new situation, and instructor and students co-solve employing the indicated concept, principle, or procedure. 4. Put students in a new situation, and the students solve the new situation using the concept, principle, or procedure while instructor supervises. Justifies methods and procedures 5. Remediate/Reteach as required Application Descriptive Verbs: Uses, Solves, Operates, Produces, Demonstrates, Constructs Applies concepts and principles to new situations Applies laws and theories to practical situations Solves mathematical problems Demonstration Individual Research Lab Exercises Case Studies Experiments Clinicals Demonstrates correct usage of a method or procedure Mechanism Descriptive Verbs: Assembles, calibrates, inserts, removes, constructs, measures, fixes, dismantles, sketches Goal For Students Learned responses have become habitual and can be performed with some confidence and proficiency as designated by the KSAs 2. Teach to the Comprehension Level 3. Student must identify the concept, principle, or procedure and use it to solve new scenario(s) Constructs charts, graphs, or simple mechanisms Psychomotor Level (Doing) 1. Teach to the Knowledge Level 4. Remediate/Reteach as required Teaching Methods Lab Exercises Case Studies Experiments Alabama College System Copyright© 2004 All rights reserved Teaching Activities 1. Demonstration 2. Observation 3. Evaluation 4. Feedback 5. Remediate/Reteach as required 9 MIG Welding in Collision Repair ABR 266 Glossary of Terms Plan of Instruction (POI) A teaching-learning plan which includes student centered instructional objectives, outlined content, instructional and evaluation strategies, and other relevant information needed to guide the development and/or revision of learning experiences such that students achieve stated educational and performance outcomes. Industry/Professional Competencies A major task that individuals perform in a given industry or profession. From these major tasks, performance objectives can be developed. Meeting performance objectives indicates a student has attained the associated industry/professional competencies. Taken together, these support the Course Instructional Objectives. Course Instructional Objectives The overall goal of the course of instruction stated in broad terms. This is supported by the attainment/completion of the competencies and associated competency tasks and sub-tasks. Task A skill that individuals perform that enables them to accomplish and satisfactorily complete/attain as given competency. Student Performance Objectives The skills each student is required to demonstrate during or at the conclusion of each module or course. These skills are the direct result of the attainment/completion of the professional competencies. Enabling Objectives/Key Indicators The required knowledge and/or skill each student must acquire in order to have the best chance of achieving the stated Student Performance Objective. Knowledge, Skills, and Abilities (KSA) Indicator A table that provides an alpha/numeric indicator of knowledge, knowledge of skills, and performance ability(s) students must demonstrate at the conclusion of specified instruction. Each competency designates the terminal level of KSA students must achieve. Enabling objectives/Key Indicators have a separate KSA designating the level of knowledge students must have in order to perform the associated competency(s). Modules A grouping of interrelated knowledge and skills representing a sub-task of a course. Modules may be taught independently of other course content. Prerequisite Courses Courses students are required to successfully complete before being allowed entrance into other courses Instructional Note Knowledge and skills relevant to the course that students will be demonstrating during the course. For example: computer, technical writing, mathematics, and speaking skills. Alabama College System Copyright© 2004 All rights reserved 10 MIG Welding in Collision Repair Course Prefix/numbers Co-requisite Course Modules Course Content Outline Contact/Credit hours Prerequisite Knowledge Recommended Methods of Evaluation Recommended Instructional Methodologies Course Prefix/numbers Co-requisite Course Modules Course Content Outline Contact/Credit hours Prerequisite Knowledge Recommended Methods of Evaluation Recommended Instructional Methodologies ABR 266 GLOSSARY OF TERMS (Cont) Used to identify courses taught in multiple disciplines. Course required in conjunction to the specified course often in the form of a lab A grouping of interrelated knowledge and skills representing a sub-element of a course. A listing of topics for instruction in a particular course Specifies the recommended contact to credit hours for each course. Mandates the total credit hours awarded for each course. Intellectual capabilities required for handling the academic rigors of the discipline. Suggests test item options for measuring student achievement of enabling objectives. Suggests the number of test items required to adequately measure student achievement of enabling objectives. Mandates the evaluation of criterion objectives. Suggests the most effective instructional methods for achieving stated learning levels Used to identify courses taught in multiple disciplines. Course required in conjunction to the specified course often in the form of a lab A grouping of interrelated knowledge and skills representing a sub-element of a course. A listing of topics for instruction in a particular course Specifies the recommended contact to credit hours for each course. Mandates the total credit hours awarded for each course. Intellectual capabilities required for handling the academic rigors of the discipline. Suggests test item options for measuring student achievement of enabling objectives. Suggests the number of test items required to adequately measure student achievement of enabling objectives. Mandates the evaluation of criterion objectives. Suggests the most effective instructional methods for achieving stated learning levels Directions for Use 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Review the entire document. Review the competencies specified in the POI keeping in mind that the stated skills are the target outcomes for the course. Review the student performance objectives written for each competency keeping in mind the objective specifies the behavior each student must exhibit in order to achieve the competency. Adjust evaluation instruments to ensure each objective is addressed. Develop additional evaluations as needed. Review enabling objectives/key indicators specifying student outcomes Adjust evaluations to ensure adequate sampling of student learning outcomes. Evaluate current classroom curriculum and determine if learning experiences support student achievement of skills identified in objectives. Review recommended instructional methodologies for teaching activities. Develop appropriate learning experiences. Adjust course syllabus. Alabama College System Copyright© 2004 All rights reserved 11